DESIGNING A CORPUS-BASED DICTIONARY OF K-1 BASIC
VOCABULARY
in
“ENGLISH IN FOCUS Grade VII, VIII, IX”
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Daniel Chrisna Kusuma Putra 112013050
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
DESIGNING A CORPUS-BASED DICTIONARY OF K-1 BASIC
VOCABULARY
in
“ENGLISH IN FOCUS Grade VII, VIII, IX”
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Daniel Chrisna Kusuma Putra 112013050
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
Copyright Statement
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright ® 2017. Daniel Chrisna Kusuma Putra and Prof. Dr. I Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
Table of Contents
1.1Vocabulary Learning……….. 5
1.2The Importance of Vocabulary Learning……… 6
2. Vocabulary Learning Strategy………... 7
2.1Definition……… 7
2.2Types of Vocabulary Learning Strategy………. 7
2.3Training Vocabulary Learning Strategy………. 8
3. Dictionary Use………... 9
Dictionary Entries………... 20
Conclusion……….. 111
References……….. 113
DESIGNING A CORPUS-BASED DICTIONARY OF K-1 BASIC
VOCABULARY in “ENGLISH IN FOCUS Grade VII, VIII, IX”
Daniel Chrisna Kusuma Putra
Abstract
Vocabulary is one of the most important things in learning English. So many obstacles students will face in the classroom, one of which is the lack of insight of vocabulary. With sufficient vocabulary, learners will quickly understand the context in a text and communicate. This study explores the vocabulary in a textbook with the title English in Focus Grade VII, VIII, and IX. Therefore, the aim of this study is to meet the needs of students by designing a Corpus-based dictionary of K-1 Vocabulary. How can a K-1 Corpus-based dictionary be designed for students? The sample vocabulary items were selected after deleting the proper nouns, phonetic transcripts, numbers, Indonesian words, and the pictures or illustrations. Previously, the data is in pdf form, then this needed to be converted into Ms. Word for further cleaning of unnecessary text. After that, the contents of the dictionary would be analyzed using some online tools based on Compleat Lexical Tutor. The first of the VP as a search for the frequency of words that classified into K-1, then generated the 911 words for the next selection was 150 words using a systematically sampling technique. The sample sentences were selected from a Corpus Concordances for dictionary entries. The findings show that the sample sentences were selected from 13 grammatical features in each of the data, both before or after the data. To mention a few are: Infinitive, Auxiliary, Adverb, and the others. In the end, the sample sentences would be arranged into dictionary entries in alphabetical order.
Keywords: Vocabulary, Copus-based dictionary, Vocabulary Profiler. Introduction
Vocabulary refers to words used to communicate with L2 learners.
According to Hornby defined vocabulary as „the total number of words in a
language; vocabulary is a list of words with their meanings‟ (as cited in Alqahtani,
2015, p. 24). Vocabulary is essential for communication considering that people
will tend to understand it quickly, then on grammar first. Although vocabulary
and grammar are interconnected, Wilkins stated that „While without grammar
very little can be conveyed, without vocabulary nothing can be conveyed‟ (as
vocabulary is seen as a trivial thing, but it is very important in learning English as
a foreign language. It is supported by River and Nunan stated that to reach the
successful second language learning it is impossible without having the extensive
vocabulary (as cited in Alqahtani, 2015).
Teaching English as a foreign language (EFL) in Junior High School is a
higher stage after Elementary and the students will gain more new vocabulary.
Those vocabulary items play an important role in all aspect of language skills such
as writing, speaking, listening, and reading. This study is aimed to measure
students‟ vocabulary usage within student‟s handbook, English in Focus for Grade
VII, VIII, IX. Huckin who also stated that building upon research the second
reader depends strongly on vocabulary knowledge and the inadequacy of it will be
the largest barrier for L2 readers (as cited in Alqahtani, 2015).
By looking at student‟s problem towards vocabulary, the teacher needs to
have good learning strategies. Vocabulary learning strategies are needed to
acquire new vocabulary knowledge. Usually, teachers use a dictionary of basic
vocabularies for Junior High School. Dictionary is a kind of reference book to
look up the meaning of words. This book is usually arranged in alphabetical order
and it will be a guideline book to help out find new words. Some dictionaries are
often owned by the students is a commercial dictionary. A well-designed
dictionary in Junior High School for all grade needs to be made for a distinctive
After all, a research question appears to answer the research problem. How
can a K-1 Corpus-Based Dictionary be designed for students? The purpose is to
design a simple dictionary that is based on basic vocabulary (Corpus) used in the
textbooks sample as a new product of learning. Each of the books which are
English in Focus grade VII, VIII, and IX would find the only K-1 as the aim for
Corpus-based dictionary. A K-1 Corpus-based dictionary contains the most
frequently 1000 words. All the information in textbooks sample which belongs to
K-1 words are the most common and easiest words found in. This research is
designed by looking teacher‟s need toward teaching students, nowadays. The
main obstacle in acquiring the knowledge is because of students‟ lack of
vocabulary, later they need to understand the meaning before they go further.
With a Corpus-based dictionary as a new product of learning, students will be
equipped better with more new vocabulary knowledge in some aspects both by the
meaning and the example in sentences. This dictionary contains 150 words which
have been chosen from the initial number of 911 words by systematically
sampling.
It is also profitable for the teacher at a time. The learning process in class
will run easier as the teacher teaching with efficient timing with all together have
a corpus-based dictionary at hand to make it habitual. Eventually, students more
qualified in learning English as a foreign language with teaching method
effectively with efficient time. Hopefully, this Corpus-based dictionary will bridge
Literature Review I. Vocabulary
Vocabulary is a fundamental of any language. Originated from a collection
of words which form and continuum as sentences which used in communication.
As mentioned by Ghazal (2010, p. 84) that „Vocabulary is central to language and
is of great significance to language learners‟. Therefore, to study a foreign
language, learners need to be equipped with new vocabulary knowledge. Based on
Asgari and Mustapha (2011) defined that the main obstacle of learning language
is the insufficient vocabulary knowledge of the learners. It is very important
regarding the challenge in second language learning will face of. According to
Kamil and Heibert stated that „Vocabulary can be generically defined as
knowledge of words or word meaning” (as cited in Ahmadi, Ismail, and Abdullah,
2012, p. 187). They also claimed that any language basically needs vocabulary
and it should be learned.
In this research, Vocabulary Profiler will be used as the tool. Vocabulary
Profiler is a tool which can identify the words frequency which appears in texts.
To explain this Astika (2015, p. 129) stated that in classifying the vocabulary
complexity level, Vocabulary Profiler equips beneficial information and helpful
guide to teachers. Through Vocabulary Profiler, teachers can easily classify as the
guide help in searching the words frequency. He also proposed that Vocabulary
1.1 Vocabulary Learning
One of the most influence parts in learning English as a foreign language
is vocabulary learning. Vocabulary learning plays an important role as it is
recognized for the meaning word and in the contextual meaning used in narration.
Understanding the L2 words is not only knowing what it means but being able
how to use it in communication. According to Anderson mentioned „knowing
that‟ (declarative knowledge of facts, definitions, or relationships) and includes
„knowing how‟ (procedural knowledge, in this case, the communicative use of L2
words) (as cited in Oxford and Crookall, 1990, p. 9).
Nowadays, vocabulary is seemingly looked as memorizing words by
courses on reading, writing, speaking and listening. Students are expected to
absorb the vocabulary as well, but in fact the words are seemed just a little is
absorbed. This is unfortunate, because the weakness of the language due to the
lack of vocabulary and it should be straightened. „In general, one way to study the
task of vocabulary learning/acquisition is through the distinction between knowing
a word and using a word‟, Mohseni-Far (2008, p. 122). Moreover, the word can
be acquired by the L2 learners, if the focus is implemented through in four skills
of a language extensively. It is supported by Fatima and Pathan (2016) that to
measure for an effective communication, learners can manipulate the four skills of
language which are speaking, writing, listening, and reading. This encounter will
allow learners to learn new vocabulary in real activities and get them right to the
word correct usage, so they will be avoided from a mistake of just looking at the
1.2 The Importance of Vocabulary Learning
However, learning vocabulary is important in learning English. Astika
(2015, p. 124) stated that „Learning vocabulary is one of the components in
language teaching that is essential to reading comprehension‟. He explained one
example of why learning vocabulary is important. If students do not have
sufficient vocabulary they will have a problem when translating the meaning of
the word into the contextual meaning in a narration. As a consequence, the
students translate it inaccurately not same with the meaning of the sentences.
Similarly, Al-Mahbashi, Noor, Amir (2015, p. 13) proposed that „Vocabulary is of
vital importance for EFL learners particularly for its major contribution to reading
comprehension‟. The lack of vocabulary knowledge mainly explains why EFL
learners still do not have sufficient vocabulary.
Another importance of vocabulary learning in reading defined by Senoo
and Yonemoto (2014) that it is profitable for learners in compiling learners‟
vocabulary knowledge and representing learners‟ interests and needs in
vocabulary learning. The second importance of vocabulary leaning is in writing.
According to Zhai (2016), she stated that vocabulary is the base of writing and
determine the writing quality. She also explained that vocabulary usage is very
important because the lexical richness is obvious characters of good writing. The
third importance of vocabulary learning is in listening. This ability is quite
familiar in many adolescents and young adults for in this century. The advance of
times which will benefit them to better process learning and by provided videos
online enabling listener to learn more vocabulary acquisition clearly anytime they
want, as mentioned by Chesley (2011). The fourth importance of vocabulary
learning is in speaking. According to Alqahtani (2015, p. 25) mentioned that
„Productive vocabulary is the words that the learners understand and can
pronounce correctly and use constructively in speaking and writing‟. In the end,
vocabulary is important to support the four skills in learning English.
2. Vocabulary Learning Strategy 2.1Definition
Vocabulary learning strategies are needed to achieve the goal of learning
English as a foreign language. Alqahtani (2015, p. 31) defined the vocabulary
learning strategies are useful strategies that make the learning process of
vocabulary becomes easier for the students. The usage of strategies will helpful in
supporting students‟ learning process. Accordingly, Saengpakdeejit (2014, p. 149)
also added that vocabulary learning strategies are needed in the classroom to
reinforce the effectiveness of language learning. Under vocabulary learning
strategies, students‟ learning process can be handled and controlled to make it
effective.
2.2 Types of Vocabulary Learning Strategy
Other ways of vocabulary learning strategies were stated by another
researcher. According to Schmitt who adopted the Oxford‟s division classified
Meta-cognitive categories (as cited in Nation, 2001). For the social as mentioned by
Al-Khasawneh (2012) based on Schmitt‟s questionnaires of a taxonomy of VLS
defined that social strategy is an activity which learners do in a social environment
such as; asking the teacher for L1 translation, asking classmates for meaning,
discover new meaning through group work activity, etc. Whereas, memory
strategy is strategies which are used to activate learner‟s memorization skill such
as; connecting the word to previous personal experience, using semantic maps,
study the spelling of a word, saying a new word aloud when studying, etc. The
third, cognitive is a strategy which does not use processing but rather by
mechanical means. Accordingly, Kalajahi and Pourshahian (2012) mentioned
those strategies such as; word lists, using flash cards, using note taking, etc.
Meanwhile, for the fourth, they also explained about metacognitive strategy is a
strategy to check and grading their learning by learners such as; reading books,
watching movies, talk to the native speaker, etc.
2.3 Training Vocabulary Learning Strategy
Vocabulary is essentially needed to learn language and learners will need
learning strategy to deal with vocabulary learning. Accordingly, Nation (2001)
mentioned that what the learners need is practice to feel please and capable of
before they use the strategy with a good understanding of the goal of strategies. In
addition, Yağcioğlu (2005) believed that training vocabulary learning strategy
divided into three stages: understanding vocabulary, introducing memory
strategies, and producing vocabulary cards. For the understanding, vocabulary
makes a brief explanation about how to acquire new words effectively such as by
opening a monolingual dictionary. Then, the learners introduced memory
strategies by the teacher which aim for reminding different ways of memorizing
new words such as; drawing pictures, using diagrams, putting the word in a
context, etc. After all, to keep the new words safely in mind, the teacher instructs
the learners to produce vocabulary cards of the new words they had been learned.
3. Dictionary Use
One of the strategies which is used by learners to look up the unknown
words is dictionary use. Dictionary is an important book which must be owned by
the learners as a guide to find the difficult word meaning. There are two common
strategies of using dictionary use in learning English as a foreign language. A
monolingual dictionary is using only one language. According to Asgari and
Mustapha (2011) pointed that this strategy is the most common practice among
second learners. They added that the pronunciation, grammar, and usage with an
explanation written is more detail and simple. Further, Alhaysony (2012) stated
that bilingual dictionary is not always more helpful for second learners. On the
other hand, Oxford and Crookall (1990) defined that monolingual language is an
alternative for a bilingual dictionary. Monolingual dictionaries are designed for
L2-L2 or for native which means it is not exactly what second learners need to
learn a new language.
According to Liu (2013) stated that encourage students to use dictionaries
this strategy is useful in looking up the unknown words also useful for the teacher
in teaching in English learning class. Liu (2014) stated that dictionary use is one
of the cognitive strategies which teacher has to give more attention in. Prichard
(2008, p. 228) in his study mentioned that he gives an example of the dictionary
use in reading activity to find the words using a selective dictionary. Teachers
should apply the use of the dictionary in the classroom to make the learners learn
easier.
In this dictionary use, the students are expected will be able to apply
Corpus-based dictionary in English language learning as foreign language.
According to Paradis and Willners (2009) stated that Corpus-based dictionary
contains relevant and idiomatic content that will help students connect between
the original word and meaning. A Corpus-based dictionary is designed based on
basic vocabulary (Corpus). It contains vocabularies which took from a textbook
English in Focus Grade VII, VIII, IX. This dictionary is made to bridge the
student‟s difiiculties in the lack of vocabulary knowledge.
The Study
Method
This study used a documentary method. According to Payne and Payne
(2004) stated that documentary methods are the techniques used to categorize,
investigate, interpret and identify English in Focus book Grade VII, VIII, and IX
as written documents, whether in the private or public domain such as personal
Further, Ahmed (2010, p. 2) explained that the data will be taken in many ways in
social research and this is a key source of information. In this research, the
textbooks were considered as documents and the vocabulary in the textbooks
would be categorized and identified for their frequency levels.
Sample
The book which would be analyzed was entitled „‟English in Focus Grade
VII, VIII, IX‟‟. The data which were included into the Vocabulary Profiler was
based on the whole book. This book was created by Artono Wardiman, Masduki
B. Jahur, and M. Sukirman Djusma and published by Department of National
Education Pusat Perbukuan in the year 2008. Further information, this book had
been assessed by Badan Standar Nasional Pendidikan (BSNP) and clarified as a
proper lesson book built on regulation by Ministry of National Education No 34
year 2008, 10 July about an establishment of lesson book which under feasibility
for used in the learning process.
Data Collection Procedure
The book was in PDF format, so it needed to be converted into an MS
word. Conversion of English in Focus book was conducted with
www.pdfonline.com in the online site. By the homepage required an MS Word
file which was needed to convert, then it would be uploaded and wait for a few
minutes. The English in Focus‟s pdf file instantly changed into an MS Word file
The converted book should be cleaned from the unnecessary text. Some
element of text would be elicited such as; name of people, name of places or
towns, number, running page.
a. Indonesian words: SMA (p. 156), Jalan (p. 156)
b. Proper names: Ruben (p. 110), Bali (p. 94), Bukit Tinggi (p. 119),
c. Numbers: 1, 2, 3, etc.
Research Instrument
Doing research always need research instrument to make a good and
satisfied research, then the tool was Compleat Lexical Tutor, version 8 which was
available at www.lextutor.ca. It was a good tool including free access or no
registration, no cookies, and aids. In the homepage, there were seven options in
researcher‟s section they are; Concordancer, Vocabprofiler, Range v.3, N-gram,
React Time v.6, Vocab Stats, Research Base. From these options, it would only
need Concordancer and Vocabprofiler. Whereas, they have a different function for
each option. Vocabprofiler is a tool to broke vocabulary items down which differ
by word frequencies level. While Concordancer is a tool to broke a compiled of
text down from big sources and gave a list of useful context or sentences.
Data Analysis Procedure
The source from this research was English in Focus book Grade VII, VIII,
IX in MS word formatted. After converting the pdf file, the output file needs to be
identify only known words for language study. www.lextutor.ca was needed to be
opened to organize the data.
In this research would use the word frequency of NGSL1 (K-1) where it
found the most frequently 1000 words. There are three level of word frequencies
which are, K-1, K-2, K-3. This study will discuss only the K-1 because this is a
part of the consideration between three researchers under the permission of
supervisor. Since NGSL1 (K-1) was the most common and easiest words, it
should be understood by the Junior High School students. The emerged words
were 911, but the necessary are 150 words from the whole books because they
were the representative words which had determined. These representative words
were selected systematically. Whereas, the definition of systematic sampling is a
statistical method which selecting material based on ordered words frame. This
technique is choosing word based on particular words in certain number of words.
The 150 words were divided by 911 words, for the result was one-sixth word.
That was the interval for choosing the sample words. The last six words would be
chosen, for example the thick-lettered being selected, available, average, avoid,
away, baby, back, bad, balance, bank, bar, base, basic, basis, be, bear, beautiful,
because, become, bed, before, begin, and so on.
The first step was running the Vocabprofiler to get the new word
frequencies using VP-Compleat and selecting on the NAWL to make the result on
the top. After that, the texts should be copied and pasted into the available space,
NGSL (K-2), or NGSL (K-3). To produce list of words for the dictionary entries
the words need to be copied and extracted. The next step was selecting the
necessary vocabulary items for the dictionary. Now the collective data were ready
to be input in Concordancer.
The second step was running the Concordancer tool to get the useful
context or sentences for the dictionary entries. From the five options, which were
available there the first one should be selected: Corpus concordances: English.
Typing the keyword that had gotten from Vocabprofiler would be the next step,
for example, advantage. Then, it could be selected start with 1k Graded Corpus
because a dictionary for beginner would be made. Finally, the keyword should be
entered, and a big list of texts would appear. The five examples of sentences
should be selected to have different grammatical patterns. In a particular word the
lack of the five grammar patterns is likely to arise, then other Corpuses need to be
chosen such as 2k Graded Corpus, Learner Student, Learner Teacher. The selected
examples should provide sufficient clue for the meaning of the keyword.
Meanwhile, in defined the meaning of the keyword in a sentence was
conducted with Google Translate and own translation to get the most obvious
meaning. Using Google Translate was practically easy to operate, also it would
show the grammatical features in every word translation. Some of the words have
been translated manually by my own because the level of words was seemed easy
Findings
In this chapter, the findings present on the data (sample sentences) based
on the data entry obtained by Concordancer in Compleat Lexical Tutor. The data
entries are taken from English in Focus for Grade VII, VIII, and IX of Junior High
School. Specifically, the findings of those vocabularies are NGSL (K-1) discuss
the vocabulary words within sample sentences which they have in every word.
NGSL (K-1) is the most shared and easy to use for students of Junior High
School. At first, the data collected are 911 words, which have been chosen and
sorted as the representative words to meet to 150 words. These representative
words have determined with systematically sampling.
Before gathering the data for designing Corpus-based dictionary, it should
be emphasized that this research aims for creating a new product of learning by
looking at needs of today‟s students. A Corpus-based dictionary will suit them
during English language learning in classroom.
How a Corpus-based dictionary was designed
The following steps are ways to collect those sample sentences. Firstly, get
into Compleat Lexical Tutor site which can be accessed on www.lextutor.ca.
Then, selecting Concordance at the homepage and in the option of Corpus
concordances the one should be selected English. The next step is typing the data
or vocabulary in the keyword column. Next to keyword column is lists of the
Corpus. There are 40 Corpuses, but only three Corpuses have been determined
Graded Corpus, 1k Graded Corpus, and Learner Student. The first Corpus is 2k
Graded Reader who have 2000 word families, originally of 920.000 words. This
Corpus formed by hundreds of graded readers over ten years to answer the
primary need of learners by the phrase they often encounter and to understand
lexical. Secondly, 1k Graded Reader is a part of 2k Graded Corpus which has
1000 word families, originally of 530.00 words and is the closest word to the
beginner. Later, Learner Student Corpus defined by Cobb T. (2003). It is a
combination of three levels of ESL students with 50000 words each.
In finding the sample sentences, the selections from the Corpus are based
on grammatical features that are used before or after a particular word. For
example, by inputting a word „book‟ on the keyword column, the first Corpus is
1k Graded Reader is selected. A list of sentences will appear. It will show the
grammatical feature on the left side which means the position is before the word.
In the particular column, the location of grammatical feature can be set to the right
side which means the grammatical feature is after the word or lexical item.
Moreover, to get the full context of a particular sentence the word can be clicked,
then a new window of text will emerge.
The following is the grammatical features as bases for selection which
taken from English Grammar In Use by Raymond Murphy (2004).
a. Auxiliary
Various kinds of words that belong to the verbs be, do, have, will to
- My grandfather could speak five languages.
- She might not work here anymore.
- You must apologize for your mistake.
b. Article
It is determined words to explain the people, place or anything within a
sentence. The usage of an article is required before singular count nouns
either a, an, or the as the definite. Whereas, in the plural such as mass,
abstract, or general is not attached an article, unless if it is definite or
specific.
- Kate was singing a song
- There are no batteries in the radio.
- I eat a banana every day.
c. Noun
A noun is a word in the form of person, place, or thing. It can be used as
subject or object within sentences.
- Did you buy any apples?
- The news was very depressing.
- I am going to buy some bread.
d. Pronoun
A pronoun is a word that replaces the name of that person or group.
- He got up.
e. Adjective
It is telling more about a noun. The adjective usually goes before nouns
and after a few verbs (especially be).
- My job is tiring.
- This weather is depressing.
- I was disappointed with the film.
f. Adverb
It can be word or phrases that indicate the place and the period of an event.
- We didn‟t go out because it was raining heavily. - Two people were seriously injured in the accident.
- The time passed very quickly.
g. Conjunction
It is a connective word such as but, and, because, so, or. Often used for
connecting items within a sentence.
- We didn‟t go out because it was raining.
- Although it rained a lot, we enjoyed our holiday. - As I was hungry, I decided to find somewhere to eat. h. Collocation
It is a combination of two words or phrases to make a new phrase that
sounds correct in everyday life.
- He run quickly to Andy‟s house
- She ate a fast food this morning.
i. Possessive Adjective
It is a noun with an apostrophe and final ~s/~es to show the possession of
something. Its function is to explain the noun, and the position is before it.
The following are included in the possessive adjective: my, your, his, her,
its, our, and their.
- Always be careful, when you park your bike in this parking area.
- His laptop was broken last week.
- Desy is calling me in front of the door, and through my window I see
her bringing a basket of orange.
j. Possessive Noun
It is a noun with an apostrophe and final ~s/~es to show the ownership of
something. Its function is to explain the noun and the position is before it.
The following are included in the possessive noun: place, person, action,
thing, place, animal, and quality.
- Gatsby’s house is always looking scary in the night.
- Cobra's poison is the most deadly poison and can kill humans within minutes
- Intel is a chip as the computer’s brain to run systems and applications.
k. Verb
It is a word or phrases that show the activity that the subject does to an
- Students ask the teacher about the difficulties of English language
learning.
- They work together as a team in the class.
- The dog barked all day because of those kids disturbed him.
l. Preposition
It is a word to link between noun or pronoun within a sentence.
- Parents work hard for their children‟s living.
- This man doesn‟t care about the trash around his home.
- Diana will do her homework at Helen‟s home in the next two hours.
m. Infinitive
The infinitive is the base forms of a verb and usually intended to express
the purpose of something or intention of someone‟s action about
something. The form is the to-infinitive = to + base.
- A father wanted his son to study hard for his future.
- The police ask the girl to tell the chronology of the car accident.
- He likes to sing with me.
Dictionary Entries
In processing the required data all the words contained in a book.
Previously, the searched word is a group of words NGSL (K-1) where 1000 words
most often encountered. Then the word that has been obtained through the VP will
appear with a number of 911 words. But, from 911 words obtained, only 150
In choosing 150 words will use systematic sampling technique. This
technique is to choose every single word in a certain number of words. If 150
words divided by 911 words, it will get a one-sixth word. So, in every six words
one word will be taken. This is the example of the thick-lettered being selected:
able, about, above, accept accord, achieve, across, act, action, activity, actually,
add, addition, and so on. That is how to get a total of 150 words.
Here are five sample sentences using a particular word, ability (Taken
from Corpus 2k graded, and learner student)
- Possessive Adjective
It seemed to take away my ability to think and act. (kemampuanku)
- Adjective
That point was one of many Williams won on her athletic ability
alone. (kemampuan atletis)
- Conjunction
His confidence in his own charm and ability to please annoyed
Elizabeth very much. (dan kemampuan)
- Preposition
I feel confident with my ability in English in general. (kemampuan di
(Bahasa Inggris))
- Adverb
The black man has to believe he has the same ability to be a doctor.
The total number of 150 words for dictionary entries has been obtained
and then sorted alphabetically so that it can be compiled into A Corpus-Based
Dictionary of K-1 Vocabulary.
1. ABILITY (KEMAMPUAN, KECAKAPAN) (2k graded, learner student)
- Possessive Adjective
It seemed to take away my ability to think and act. (kemampuanku)
- Adjective
That point was one of many Williams won on her athletic ability
alone. (kemampuan atletis)
- Conjunction
His confidence in his own charm and ability to please annoyed
Elizabeth very much. (dan kemampuan)
- Preposition
I feel confident with my ability in English in general. (kemampuan di)
- Adverb
The black man has to believe he has the same ability to be a doctor.
(kemampuan yang sama)
2. ACHIEVE (MENCAPAI, MEMPEROLEH) (2k graded, learner student)
- Pronoun
The deep relaxation that I achieve by taking exercise. (yang aku
peroleh)
Do not imagine, Miss Bennet, that you will ever achieve your
ambition. (memperoleh (ambisimu))
- Preposition
But they are determined to achieve at work, however difficult that may
be. (memperoleh saat (bekerja))
- Infinitive
I think he is too upset to achieve results in the best and safest way.
(untuk memperoleh)
- Adjective
Foreign languages are a must to achieve success. (memperoleh sukses)
3. ADD (MENAMBAHKAN) (1k graded, 2k graded, learner student)
- Auxiliary Verb Modal
There is not much more that I can add to this story. (bisa menambah)
- Articles
Add an extra layer to the students' burdens. (tambahkan sebuah
(lapisan tambahan))
- Infinitive
Cliord tried to add something to the note. ((mencoba) menambah)
- Adverb
I'm sure marriage will add greatly to my happiness. (menambah
dengan sangat)
Though they add that his way of speaking reminds them of Terry
Moreton. (menambahkan bahwa)
4. AFTERNOON (SIANG) (1k graded)
- Adverb
I was at home all afternoon and evening. (sepanjang siang)
- Conjunction
The weather that morning and afternoon was fine. (dan siang)
- Adjective
She remembered the beautiful afternoon that they had spent with
John's children. (siang yang indah)
- Noun
That Friday afternoon the three boys walked home from school
together. (Jumat siang)
- Auxiliary Verb Be
It was afternoon, but the 20 sky was dark with rain. ((ini) adalah siang)
5. AGO (YANG LALU, DAHULU) (1k graded)
- Noun
A long time ago, there was a beautiful princess. (dahulu kala)
- Conjunction
She died two years ago and that's why I'm here. ((dua tahun) lalu dan)
- Pronoun
Five years ago, I met a woman called Irene Adler. ((lima tahun) lalu
- Possessive Noun
Many years ago, Tom's father, Daniel Booker, worked the land in
Montana. ((bertahun-tahun) lalu ayah Tom)
- Adverb
But seventy years ago, this opinion was not so popular. ((tujuh tahun
lalu) opini ini)
6. ALL (SEMUA, SELURUH) (1k graded)
- Adjective
She was afraid all the time. (takut sepanjang waktu)
- Collocation
After all, they're sure to accept you. (akhirnya)
- Verb
He barked all day long until Matty came home. (menyalak sepanjang
(hari))
- Conjunction
Then the cubs are free to run anywhere because all the adult wolves
know them. (karena semua)
- Preposition
He knew nothing of all this. (dari semua (ini))
7. ALSO (JUGA) (1k graded)
- Noun
Antony also started a new government in Alexandria. (Antony juga)
We can also imagine what it looked like. (bisa juga)
- Verb
Many ships have also disappeared in the Bermuda Triangle. (juga
telah (menghilang))
- Pronoun
They also like purple shoes. (mereka juga)
- Article
Latin was also the international language of Europe for hundreds of
years. (juga (bahasa internasional))
8. ANIMAL (BINATANG, HEWAN) (1k graded)
- Article
The police do not think that an animal killed the women. (seekor
binatang/hewan)
- Adjective
Like a wild animal, I ran through the trees and destroyed things.
(binatang/hewan liar)
- Preposition
This is clear from the large number of animal programmes on TV.
((sejumlah besar) dari binatang/hewan)
- Verb
They bought animal skins from the Indians for guns and cloth.
(membeli binatang/hewan)
His clothes were made from animal skins. (kulit binatang/hewan)
9. ANYTHING (SESUATU) (1k graded)
- Conjunction
You don't know his real name, or anything about him. (atau sesuatu)
- Verb
Can you remember anything about it? (mengingat sesuatu)
- Adverb
Is there anything I can do for you, son? ((apakah) ada sesuatu)
- Auxiliary Verb Modal
Anything can happen. (apa saja bisa)
- Preposition
But I don't know anything about his books. (apapun tentang)
10.ARGUE (MEMPERDEBATKAN) (1k graded, 2k graded)
- Infinitive
It's not a good idea to argue with the police tonight. (untuk berdebat)
- Pronoun
What do you argue about? (kamu debatkan)
- Preposition
There's no time to explain or to argue with them. (berdebat dengan)
- Conjunction
I started to argue but I felt too tired. (berdebat tetapi)
- Adjective
11.ASK (MENANYAKAN, MEMINTA) (1k graded)
- Adverb
James Cameron says that people always ask him about this. (selalu
bertanya)
- Auxiliary Verb Modal
I must ask you to look at this photo. (harus menanyakan)
- Infinitive
I want to ask you a question. ((ingin) menanyakan)
- Pronoun
They ask you to go out with them. (mereka meminta)
- Preposition
Go to Elba and ask for Marshal Bertrand. (tanyakan untuk)
12.AUTHOR (PENGARANG, PENULIS) (2k graded)
- Article
Paul said it was an author he knew. (seorang pengarang)
- Collocation
Presenter Today in Bookworld we have an interview with Lucy Parker,
who has written a biography of Ian Fleming, the well- known author
of the internationally famous James Bond spy novels. ((pengarang)
terkenal)
- Adjective
Calliope is the story of a modern author who imprisons the youngest
- Preposition
He is the author of five novels and a collection. (pengarang dari)
- Conjunction
Patricia J. Williams, an author and law professor at Columbia.
(pengarang dan)
13.BACK (KEMBALI) (1k graded)
- Adverb
Then he carried him quickly back to his mother. (dengan segera
kembali)
- Verb
I pushed back the door and saw that there was a window in the room.
(mendorong kembali)
- Noun
They say you want to bring Napoleon back to power. ((membawa)
Napoleon kembali)
- Pronoun
I will take you back to Camelot and I will fight for King Arthur.
(kamu kembali)
- Preposition
Angela looked at Ben and then back at Helen. (kembali pada)
14.BASIC (DASAR) (2k graded)
Our first aim is to provide a basic education and, where needed, food,
clothing, and medical care. (sebuah (Pendidikan) dasar)
- Adverb
The tour bus is unbelievably basic. (luar biasa dasar)
- Noun
I've picked up some basic skills. (keterampilan dasar)
- Possessive
Mayberry's basic religious ideas, his interest in protecting the world from modern science. ((ide agama) dasar Mayberry)
- Preposition
Why not learn about basic first aid? (tentang dasar)
15.BECOME (MENJADI) (1k graded)
- Infinitive
Jim was a student and wanted to become an actor. (ingin menjadi)
- Auxiliary Verb Modal
She would become the new Princess of Wales. (akan menjadi)
- Pronoun
They become bad because bad things happen to them. (mereka menjadi)
- Verb
Now I have become a vegetarian. (telah menjadi)
A criminal can perhaps change his ways and become a better person
but a foreigner cannot change. (dan menjadi)
16.BELIEVE (PERCAYA) (1k graded)
- Pronoun
"I believe you," said the old man. (aku percaya)
- Auxiliary Verb Modal
People couldn't believe what they saw. (tidak dapat percaya)
- Noun
Good Christians believe that they will go to this place after death.
(orang Kristen (yang baik) percaya)
- Adverb
But she did not always believe what he said. (selalu percaya)
- Article
I could not believe what I was hearing. (percaya apa yang)
17.BIG (BESAR) (1k graded)
- Article
You live in the big house near our house. (rumah)
- Adverb
The house is too big for just one person. (terlalu besar)
- Preposition
somebody is going to be in big trouble. (dalam masalah besar)
- Pronoun
- Collocation
Jason Williams had a big smile on his face. (senyum lebar)
18.BOOK (BUKU) (1k graded)
- Adjective
He became very well known in Europe and wrote a famous book.
((sebuah) buku terkenal)
- Pronoun
Zeena continued to read her book. (bukunya)
- Article
This book will try to answer those questions. (buku ini)
- Possessive Noun
That's Karen's book. (bukunya Karen)
- Adverb
Each book describes the dance of love between young ladies and gentlemen. (tiap buku)
19.BROTHER (SAUDARA LAKI-LAKI) (1k graded)
- Possessive
When they arrived in Mathura, she saw her husband's brother.
(saudara laki-laki suaminya)
- Conjunction
My father and brother Ernest were still alive. (dan saudara laki-laki)
- Adjective
- Pronoun
Your brother Gary and Bean aren't interested. (saudara laki-lakimu)
- Verb
Then at last the day came when Grey brother was waiting for him.
(saudara laki-laki sedang)
20.CALL (PANGGILAN, MEMANGGIL) (1k graded)
- Auxiliary Verb Modal
I must call the police and tell them about mother. (harus memanggil)
- Noun
Some people call me princess. (orang memanggil(ku))
- Verb
Please call me Susan. (tolong panggil)
- Collocation
I want to make a phone call. (sebuah telepon panggilan)
- Infinitive
I wanted to call a doctor, but he never let me. ((ingin) menelepon)
21.CARE (PEDULI, MENGURUS) (1k graded)
- Collocation
I want to take care of you. (mengurus)
- Adverb
These Radcliffe girls, they really care about sport. (sangat peduli)
- Noun
- Preposition
He doesn't care about the people. (peduli tentang)
- Conjunction
But he had lost interest in the competition, and didn't care that he had
no horse to ride. (peduli bahwa)
22.CENTER (PUSAT) (1k graded)
- Article
There is a big parade through the center of Manhattan. (pusat
(Manhattan))
- Noun
On September 11, 2001, New York City changed forever when two
airplanes were flown into the two towers of the World Trade Center.
(pusat perdagangan (dunia))
- Collocation
Now the Academy is building a big shopping center in Hollywood.
(pusat perbelanjaan)
- Preposition
We can visit the Martin Luther King Jr. Center in Atlanta and the
National Civil Rights center in Memphis. (pusat (Martin Luther King
Jr.) di (Atlanta))
- Conjunction
But people remember two even taller skyscrapers, those of the World
them and killed nearly 3,000 people. (pusat (perdagangan dunia),
karena)
23.CHANCE (KESEMPATAN) (1k graded)
- Article
Now we've got a chance of winning! (sebuah kesempatan)
- Collocation
Wyatt knew that this was his last chance. (kesempatan terakhir)
- Adjective
It's a wonderful chance to travel and see more of Europe! (kesempatan
yang indah)
- Preposition
I can't take a chance with their lives. (kesempatan dengan)
- Conjunction
It's the chance if a lifetime,' he said. (kesempatan jika)
24.CHOOSE (MEMILIH) (1k graded)
- Auxiliary Verb Modal
We can choose 'to do good', he said, and protect our world. (bisa
memilih)
- Adverb
You always choose the wrong man. (selalu memilih)
- Infinitive
The mother has to choose between her work and her family. ((harus)
- Conjunction
Now all over the world you can go to a coffee shop and choose from a
very long menu of coffees. (dan memilih)
- Noun
They choose these clothes very carefully to show that they do not think clothes are important. (mereka memilih)
25.CLOCK (JAM) (1k graded)
- Adverb
She'll meet us all here at one o'clock. (pukul (satu))
- Noun
Through the stillness, they heard the church clock. (jam gereja)
- Adjective
He was standing very still, in the shadow of the black clock. (jam
hitam)
- Preposition
We arrived in New York at about ten o'clock at night. (pukul
(sepuluh))
- Conjunction
But because of the weather, it was eight o'clock before I arrived in
Cromer. (pukul (delapan) sebelum)
26.COLOR (WARNA) (1k graded)
- Adjective
- Verb
But maybe it will change color when you're older. (merubah warna)
- Article
The color of a person's skin did not matter. (warna (dari kulit seseorang))
- Conjunction
But maybe it will change color when you're older. ((merubah) warna
ketika)
- Preposition
If you go to it, remember to wear green, the color of Ireland. (warna
dari)
27.COMPANY (PERUSAHAAN) (1k graded)
- Article
The company started in 1921 with one small store in Italy. (perusahaan)
- Noun
She worked for a travel company. (perusahaan perjalanan)
- Adjective
It was a big company that produced music and films. (perusahaan
besar)
- Possessive
Differences of Opinion Even before Abbey Road, the Beatles'
- Pronoun
He called his company "Paolo Gucci. (perusahaannya)
28.CONDITION (KONDISI) (2k graded)
- Collocation
They survived in very good condition. (kondisi yang baik)
- Possessive
Dave's condition is really serious, he thought. (kondisi Dave)
- Adjective
John was in a very strange condition for some time before his death.
(kondisi yang aneh)
- Article
Most people with that condition would have died long ago. (kondisi
itu)
- Pronoun
She was not dead, but her condition was serious. (kondisinya)
29.CONTINUE (MELANJUTKAN, MENERUSKAN) (1k graded)
- Auxiliary Verb Modal
Suu decided that she must continue her father's good work. (harus
melanjutkan)
- Infinitive
How long is it going to continue? ((akan) terus berlanjut)
Her courage and hard work continue to help people and save lives.
(kerja (keras) berlanjut)
- Adverb
Please continue, Mr Wyatt. (tolong lanjutkan)
- Conjunction
We planned to stay the night at a hotel, and continue our journey the
next day. (dan lanjutkan)
30.COUPLE (SEPASANG, BEBERAPA) (2k graded)
- Article
I have a couple of questions for you, Mr. Bledsoe. (beberapa
(pertanyaan))
- Collocation
The landlady said she was the only child of a married couple who
were staying in the house. (sepasang suami istri)
- Adjective
They are an ideal couple, both from respectable, honourable, ancient
families, with an excellent fortune on both sides. (pasangan ideal)
- Adverb
But I don't think she'll be doing much for the next couple of days.
(beberapa (hari) ke depan)
- Preposition
I think it's a couple of years since I got my bicycle out of the garage.
31.CROSS (MENYEBERANG, MELINTASI) (1k graded)
- Infinitive
The policeman went to help a beautiful young girl to cross the road.
(untuk menyeberang)
- Possessive Noun
The cab took Mother and me to the church, near King's cross.
(simpang empat King)
- Verb
He began to feel cross. (merasa jengkel)
- Auxiliary Verbs Modal
You can cross one of the many bridges. (bisa melintasi)
- Artilce
Or you can cross the water on a ferry. (menyeberangi (air))
32.DANCE (MENARI, BERDANSA) (1k graded)
- Infinitive
She liked to dance and sing. ((suka)berdansa)
- Adjective
It was like a wild dance. (tarian/dansa liar)
- Conjunction
'Come and dance with me,' she said. (dan menari/berdansa)
- Article
So, my mother and I went to the dance. (pesta dansa/tari)
Party Nights In the 1970S, everyone was dancing to the dance music
called "disco." (musik dansa/tari)
33.DEAD (MATI) (1k graded)
- Adverb
And she was already dead when I went back to the village. (sudah
mati)
- Possessive
His daughter's dead and her son lives with him. (kematian anak
perempuan(nya))
- Verb
A man was found dead here last night. (ditemukan mati)
- Article
He threw the dead shark back into the sea. ((hiu) yang mati)
- Preposition
She saw the circle of dead grass. ((lingkaran rumput) mati)
34.DEGREE (GELAR) (2k graded)
- Conjunction
Ms Kroll, 36, is entering law school at Boston University and will not
get a degree until 2000. (gelar sampai)
- Preposition
There is even a trainer with a degree in exercise physiology to guide
him through his workouts. (gelar dalam)
'A college degree is wonderful. (gelar sarjana)
- Noun
Washington and its suburbs educate 145,000 students in at least 18
colleges and universities that offer full degree programs.
(program-program sarjana)
- Adverb
I wanted to get on with my degree then try. (gelar kemudian)
35.DETAIL (DETAIL, PERINCIAN) (2k graded)
- Article
In a few seconds, she had every detail of her plan clearly in her head.
(setiap detail)
- Preposition
Describe it, please, in detail. (secara terperinci)
- Adjective
Every small detail of what had happened was important. (detail kecil)
- Collocation
By the 1970s, there is more detail about what happened. (lebih detail)
- Auxiliary Verb be
It was small, but every detail was perfect. (detail adalah)
36.DIFFICULT (SULIT, SUSAH) (1k graded)
- Article
It's a difficult time for you too. ((waktu) yang sulit)
"In my most difficult times," she said. ((waktu) tersulit)
- Verb
That sounds difficult. (terdengar sulit)
- Auxiliary Verb Be
The film Let It Be is difficult to watch at times. (sulit (untuk ditonton))
- Pronoun
At other times, he found it difficult to think. (ini sulit)
37.DISEASE (PENYAKIT) (1k graded, 2k graded)
- Article
Some people said that it was a disease that was always in the water.
(sebuah penyakit)
- Adjective
Although half the people of his country had already died from this
terrible disease, he continued to enjoy life to the full. (penyakit mengerikan)
- Preposition
At least 600,000 people died in the battles or from disease. (dari
penyakit)
- Auxiliary Verb Have
No disease had ever been so deadly. (penyakit yang pernah)
- Possessive Noun
Yet eighty per cent of the world's disease is caused by dirty water.
38.DOWN (TURUN, KE BAWAH) (1k graded)
- Verb
Mowgli climbed down from a tree and came to sit next to them.
(turun)
- Collocation
I need to sit down before I can answer your question. (duduk)
- Conjunction
She went up on the hills or down to the beach. (atau bawah)
- Noun
The villagers came out of their houses and followed me down the hill.
((mengikutiku) ke bawah)
- Adverb
Will you go down there? ((turun) bawah sana)
39.DROP (MENJATUHKAN, MENURUNKAN) (2k graded)
- Infinitive
We took the pieces of metal, and we began to drop them into their
holes. ((mulai) menjatuhkan)
- Auxiliary Verb Modal
On the hills temperatures will drop to below freezing. (akan turun)
- Preposition
There's lot of the past I should like to drop behind me. (tinggal di
belakangku)
I want to get to know girls, but when I'm anywhere near them I start to
get nervous and drop things. (menjatuhkan benda-benda)
- Pronoun
Father said. 'Drop your bucket and go. (jatuhkan (ember)mu)
40.EASILY (DENGAN MUDAH) (1k graded)
- Auxiliary Verb Modal
It was a dangerous world, and you could easily die young. (bisa
dengan mudah)
- Verb
They began to talk easily of everyday things. (berbicara dengan
mudah)
- Noun
So, I have solved the mystery easily. (misteri dengan mudah)
- Conjunction
It came out as easily as a knife out of butter. (semudah)
- Adverb
But can people walk away from marriages too easily now? (dengan
mudah sekarang)
41.EFFORT (UPAYA, USAHA) (2k graded)
- Article
The Captain controlled himself with an effort. (sebuah upaya)
- Adjective
- Preposition
They require such a lot of effort. ((banyak) upaya)
- Conjunction
Some make a greater effort than others to include information
supplied by parents. (upaya (lebih besar) daripada)
- Noun
With an effort I said to Marcus, 'Should I put on my games clothes?
((sebuah) upaya saya)
42.ENERGY (ENERGI, TENAGA) (2k graded)
- Conjunction
Nature was growing, full of life and energy. (dan energi)
- Pronoun
Now she can spend her energy on old churches. (energinya)
- Preposition
Is he always like that, always so full of energy? ((penuh) dengan
energi)
- Collocation
And of course, having fourteen days of night also means there can be
no serious use of solar energy. (energi matahari)
- Article
The energy of my youth had amused and attracted her. (energi dari (masa mudaku))
- Auxiliary Verb Modal
I could even see a rope around the animal's neck. ((aku) bahkan bisa)
- Noun
He even met the King and Queen in Buckingham Palace. (dia bahkan)
- Auxiliary Verb Be
There is even a painting by Picasso on the wall. ((ada) bahkan)
- Conjunction
They don't want to leave the nursing home, or even go on holiday.
(atau bahkan)
- Adverb
And there was something that worried me even more deeply. (bahkan
lebih)
44.EVERYONE (SEMUA ORANG) (1k graded)
- Adverb
She danced with almost everyone. (hampir semua orang)
- Conjunction
But everyone knew what was happening. (tetapi semua orang)
- Verb
The results surprised everyone. (mengejutkan semua orang)
- Noun
Everyone hopes that the boys have a bright future. (semua orang
berharap)
Everyone at the factory saw how happy they were. (semua orang di)
45.EXERCISE (LATIHAN, OLAHRAGA) (2k graded)
- Article
It was a bright, frosty day, and I was enjoying, the fresh air and the
exercise. (latihan)
- Adjective
This is a serious exercise. (latihan yang serius)
- Preposition
Feeling in need of exercise and fresh air, she decided to have a walk.
((merasa butuh) latihan)
- Auxiliary Verb Modal
The whole exercise will take about half an hour. (latihan akan)
- Adverb
The Greeks thought it was important to exercise both their minds and
their bodies. (latihan baik (pikiran mereka))
46.EXPRESS (MENGEKSPRESIKAN, MENGUNGKAPKAN, KILAT) (2k
graded)
- Article
An express letter came at midnight last night. (sebuah surat kilat)
- Infinitive
The building seemed to express all my thoughts. ((terlihat)
mengungkapkan)
There were no air connections or express trains to that part of the
country. (atau (kereta) ekspres)
- Noun
An express letter came at midnight last night. ((sebuah) surat kilat)
- Pronoun
I don't suppose he could express himself very well. (mengungkapkan
dirinya)
47.FAIL (GAGAL) (2k graded)
- Article
Forty-six per cent is a fail. (gagal)
- Auxiliary Verb Modal
I did not write them in my diary because they might fail. (mungkin
gagal)
- Noun
If I fail my English test, what can I do? (saya gagal)
- Preposition
Or fail to take action. (gagal untuk (mengambil langkah))
- Adverb
I can't fail now. (gagal sekarang)
48.FAVORITE (FAVORIT, KESUKAAN) (1k graded, 2k graded)
- Possessive
After the wedding, Elizabeth's favorite Corgi dog went with them on
- Article
This movie, with Gene Kelly has been a favorite for years. (favorit)
- Noun
I shall read you one of your favorite stories. (cerita favorit)
- Adverb
You are my father's favorite now. (favorit (Ayahku) sekarang)
- Preposition
The crowd has its favorite for a time-then they find someone new.
(favorit untuk)
49.FILL (MENGISI) (1k graded, 2k graded)
- Infinitive
He waited for fresh air to fill the room. ((udara segar) untuk mengisi)
- Noun
Those two words were enough to fill me with fear. (megisiku (dengan
takut))
- Auxiliary Verb Modal
Ten litres will fill it up. (akan mengisi)
- Adverb
Mr. Smith, could you please fill in this form for our records. (tolong
isi)
- Pronoun
She let the music fill her. (mengisinya)
- Conjunction
Stay and finish your dinner. (dan selesaikan)
- Auxiliary Verb Modal
I must finish writing my new book then. (harus menyelesaikan)
- Infinitive
This is my true story; and I want to finish it now. ((ingin)
menyelesaikan)
- Noun
Why don't you finish it during your holiday? (kamu selesaikan (ini))
- Pronoun
She wanted to work abroad, but first she had to finish her studies.
(menyelesaikan (belajarnya))
51.FIX (MEMPERBAIKI) (2k graded)
- Infinitive
The servants began to fix armor to Maximus's body, first his arms,
legs, and shoulders. ((mulai) memperbaiki)
- Adverb
You'd better fix this. (lebih baik memperbaiki)
- Conjunction
I wonder if you could be an angel and go over and fix things for me?
(dan memperbaiki)
- Pronoun
- Article
It took another half an hour after that to fix the cover. (memperbaiki
(sampul))
52.FOOT (KAKI) (1k graded)
- Article
He saw a foot kicking hard in the water beside him. (kaki)
- Possessive Noun
The right hand was like a man's foot. (kaki seorang laki-laki)
- Preposition
You'll never get there on foot before the storm starts again. (dengan
kaki)
- Possessive Adjective
Her foot's broken, but she'll be all right. (kakinya)
- Adjective
And Marianne quickly forgot about her bad foot. (kaki yang buruk)
53.FORMER (BEKAS, MANTAN) (2k graded)
- Article
Jane, a former civil servant with a passion for language and writing.
(bekas)
- Possessive Adjective
They also treat their former colonies as their exclusive trading zones.
(bekas mereka)
